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WALKER METHOD 



WRITING 



FOR PUBLIC 
AND PRIVATE SCHOOLS 



H. C. VALKER 

Supervisor of Writing 

St. Louis Public Schools 




TEACHERS* MANUAL 



Other books belonging to this course of Lessons are: Prima 
Pupils' Manual, Pupils* Manual No. 1, and Pupils' Manual 

No. 2. 




Copyright 1922 by 
Board of Educarjon, 

Sv lo':^? Mo. 



Published by 
H. C. Walker 
Kirkwood P, O., St- Louis, Mo 



©C1A689231 



NOV L ijc^ 






W3 



PENMANSHIP. 



The chief business of the school is to assist the child in building up 
organized concepts of his world; to help him to make these concepts more 
definite, complete, comprehensive and to give them adequate meaning. All 
the school subjects — reading, writing, spelling, arithmetic, music, drawing — 
grow out of and are subordinate to this organization of the child's imagery 
to the end that he may gain greater control over his world. 

The only means by which the child may organize and complete his 
imagery is through expression. The teacher has no means of determining 
whether the child's image of an object, an activity, or a situation is definite 
or vague, organized or unorganized, until the child tries to express it; his 
image is no doubt more adequate than his expression, but by expression only 
do we know how to assist him in organizing or interpreting his imagery. 
Handwriting is one means of organization or interpretation; it should not 
be made an objective; it is a means to and end; a mode of expression. Chil- 
dren early attempt to take part in adult activities. A strong motive thus 
appears in the first lessons in writing in that the child desires to engage in 
the activity of writing which he sees his teacher or other adult perform. He 
eagerly wants to learn to write. 

Movement is the foundation of writing. The psychology of writing whether 
the form be a word, letter or character is to be found in motion checked and 
controlled in such manner as to produce a certain form. The image used by 
the child in the process of learning to write is the image of motion as pro- 
duced by the hand of the teacher. 

In learning to walk, sew, sing, draw, or other activities the child is not. 
expected to act within any sharp or restricted limits. With children of the 
first grade there is usually an absence of muscular co-ordination necessary 
for writing with pencil or pen. Therefore, the writing in this grade should 
be done at the blackboard with large and free movement and without too 
much stress on accuracy of form. 

The chief problem in the second and third grades is to transfer the child's 
skill from blackboard writing to lead pencil writing at the desk. Finger move- 
ment is permitted and the children are taught to write with healthful posture 
of the body, good position of the hand and paper, and with relaxed muscles. 
The writing should be large and the quality of the lead pencil line gray like 
that in the Primary Pupils' INIanual. 

In the primary grades good writing position and good letter formation 
are the principal features to be developed. 



In the fourth and succeeding grades correct writing position, good forma- 
tion of letters, and an easy writing movement should be taught. Arm movement 
is introduced at the beginning of the fourth grade. 

In the intermediate grades the writing practice for the most part should 
be from Pupils' Manual No. 1; but part of each writing lesson, or one of the 
writing lessons of the week should be devoted to the correction of errors in 
the daily written work of the children. The subject matter suggested for 
practice is given in outlines for the fourth, fifth, and sixth grades, pages 11 
and 12. 

In the advanced grades the writing lessons should consist of practical 
from Pupils' Manual No. 2, correction of errors found in the daily written 
work of the children, and functional practice such as the writing of composi- 
tion, bills, receipts, or similar matter. The subject matter suggested for prac- 
tice is given in outlines for the seventh and eighth grades, pages 13 and 14. 
An individual handwriting should not be discouraged; provided it is legible, 
pleasing in appearance, and written with proper speed. 

In all grades there should be a close correlation between the writing les- 
sons and all other subjects of the curriculum. 




WRITING PRACTICE IN THE FIRST, SECOND, AND THIRD GRADES. 

In the first, second, and third quarters of the first grade the writing prac- 
tice is at the blackboard; in the fourth quarter the blackboard writing is 
continued and pencil writing at the desks may be introduced. 

In the second grade the writing lessons are divided between the black- 
board practice and lead pencil practice. 

In the third grade the greater number of writing lessons each week are 
devoted to lead pencil writing, reserving a lesson or two at the blackboard 
for special assistance to the poorer writers. - 

The writing practice is intended to aid the children to write well in all 
other lessons in which writing is done. In the following outlines the various 
kinds of matter for practice are named. 

—2— 



Outline of Blackboard Practice for the First Grade. 
1. Material: 

For Teachers: Teachers' Manual and Primary Pupils' Manual. 
For Pupils: Crayon. 
Subject Matter: 

(a) Pages 1 to 5 inclusive of Primary Pupils' Manual; or its equivalent. 

(b) Words from the daily spelling lesson. 

(c) Capitals for which the pupils have need. 

(d) The pupil's name. 

(e) The figures. 

(f) Correction of errors found in the daily blackboard writing. 

Outline of Blackboard Practice for the Second Grade. 

1. Material: 

For Teacher: Teachers' Manual and Primary Pupils' Manual. 
For Pupils: Crayon. 

2. Subject Matter: 

(a) The one space continuous oval. 




(b) Pages 1 to 13 inclusive of the Primary Pupils' Manual; or its equiva- 
lent. 

(c) Words from the daily spelling lesson. 

(d) Capitals for which the pupils have need. 

(e) Pupil's name, home address, name of school, date and holidays. 

(f) The figures. 

(g) Correction of errors found in the daily blackboard writing. 

Outline of Blackboard Practice for the Third Grade. 

1. Material: 

For Teachers: Teachers' Manual and Primary Pupils' .Manual. 
For Pupils: Crayon. 

2. Subject Matter: 

(a) One space continuous oval. 

(b) The one space separate oval. 

(c) The "e" exercise: three e's to the group. 





-3— 



(d) Pages 1 to 20 inclusive of the Primary Pupils' Manual; or its equivalent, 
lent. 

(e) Words from the daily spelling lesson. 

(f) Capitals for which the pupils have need. 

(g) Pupil's name, home address, name of school, date and holidays, 
(h) Correction of errors found in the daily blackboard writing. 

Features to Develop in Blackboard Writing: 



1. Chalk holding 

2. Position at blackboard 

3. Size 

4. Proportion of letters 

5. Proper speed 

6. Quality of line 

7. Slant 

8. Alignment 



9. Form 

(a) Form of letters 

(b) Beginning and ending strokes 

(c) Open loops 

(d) Round tops to "m's" and "n's" 
and to the first part of "y'' and 
"v" 

(e) Connective strokes. 




Illustration No. 1 — The Correct Position at the Blackboard. 



-4— 



Chalk Holding. The pupil should stand away from the blackboard and 
face it as in Illustration No. 1. The method of holding the chalk is shown in 
Illustration No. 2. Slig^ht variation from this position is permissible, but the 
chalk should not be held as a pencil is held. The chalk should be long enough 
to admit of correct holding. 




Illustration No. 2 — The Method Of Holding The Chalk. 

Size. In the first and second grades it is well to teach the children to make 
the low letters half a space high and the extended loop letters and capitals a 
whole space high. In the third grade the writing may be a little smaller than 
this. See illustrations Nos. 4 and 5. 

Proportion of Letters and Figures. In the blackboard writing in the first, 
second, and third grades the capitals and extended small letters should be 
about twice as high as the low letters. The figures should be about as high 
as the low letters. 

Speed. The rate of speed should be in accordance with the age, capacity, 
and needs of the children. In the first grade the form of letters should be 
taught with little stress on speed; but, beginning in the second grade speed 
should be considered. The oval exercises and the "e" exercise given in the 
above outlines will be found helpful in the second and third grades for increas- 
ing the speed. 




Illustration No. 3 — Method of Demonstration in Blackboard Practice. 

Quality of Line. The chalk line should be distinct enough to be easily seen 
from the opposite side of the room and yet not so heavy as to retard freedom 
of movement. 

Slant. In the first half of the first grade, slant is of less importance than 
in the last half and in the succeeding grades. Correct slant in the teacher's 
writing is an aid to correct slant in the writing of her pupils. 

Alignment. Alignment consists in writing on the line and in making the 
letters of a group the same in height. See pages 27 and 28. 

Form. The main features of form to develop in blackboard writing in the 
first, second, and third grades are given under ''Features to Develop in Black- 
board Writing," page 4. 

Note: The lines on the blackboard should be ruled three inches apart. 



— G— 




Illustration No. A — Pupils' Blackboard Writing (Second Grade) 



Subject Matter. The subject matter for blackboard practice in the first, 
second, and third grades is given in the outlines lor blackboard writing. 

Classification for Blackboard Practice. The children should be classified 
according to their ability to write: the better pupils in writing to be the "A" 
Class and the poorer writers the "B" Class. This classification will enable 
the teacher to meet the needs of each group. 

Lead Pencil Writing for Second and Third Grades. 

The aim of the lead pencil practice in the second and third grades is 
to teach the pupils to write well on paper with healthful posture, with good 
position of hand and paper, and with writing muscles relaxed. 



The practice paper used for pencil writing in the second and third grades 
is ruled with lines seven-sixteenths of an inch apart and has a surface suitable 
for pencil writing. It is important also to have the children use pencils of 
right quality and proper length. 




Illustration No. 5 — Pupil's Blackboard Writing (Third Grade). 

Outline for Lead Pencil Practice in the Second Grade. 

1. Materials: 

(a) For Teacher: Teachers' Manual and Primary Pupils' Manual. 

(b) For Pupils: Primary Pupils' Manual; the school pencil; ruled prac- 
tice paper. 

2. Subject Matter: 

(a) Pages 1 to 13 inclusive of the Primary Pupils' Manual; or its equiva- 
■ lent. 

(b) Capitals for which the children have need. 

(c) The figures. 

(d) The heading, and the pupil's home address. 

(e) Correction of errors found in the daily written work. 



Outline for Lead Pencil Practice in the Third Grade. 



1. Materials: 



(a) For Teacher: Teachers' Manual and Primary Pupils' Manual. 

(b) For Pupils: Primary Pupils' -Manual; the school pencil; ruled prac- 
tice paper. 



2. Subject Matter: 

(a) Pages 1 to 20 of the Primary Pupils' Manual; or its equivalent. 

(b) Capitals for which the pupils have need. 

(c) The figures. 

(d) The heading, and the pupil's home address. 

(e) Correction of errors found in the daily written work. 

Features to Develop in Lead Pencil Writing. 

1. Position of body, paper, and hand. 

2. Size of writing. 

3. Quality of line. 

4. Relaxation of the writing muscles. 

5. Writing on the line. 
€. Proper slant. 

7. Spacing of letters, words, and sentences. 
S. Margins. 
9. Form 

(a) Form of letters. 

(b) Beginning and ending strokes. 

(c) Open loops. 

(d) Connective strokes. 

(e) Round tops to "m's" and "n's"'. and to the first part of "y" and "v." 

(f) Uniform height of low letters. 

(g) Capitals and tall loop letters the same in height. 

Position of the Arms and Paper. The illustration on the back of the 
Primary Pupils' Manual shows the correct position of the arms and the paper. 

Position of the Hand. The illustration on the inside of the back cover 
of the Primary Pupils' Manual shows the correct position of the hand The 
■end of the first finger should be about an inch from the point of the pencil. 

Size of Writing. The size recommended for lead pencil writing in the 
second and third grades is shown in the copies of the Primary Pupils' ^Manual. 
Writing of proper size aids the children to write with relaxation of muscles 

Quality of Line. The quality of the lead pencil line should be simila: 
to that shown in the copies of the Primary Pupils' Manual. 

Relaxation of the Writing Muscles. The pencil should be held loosely 
and there should be only enough pressure to make the proper quality of 
line. 

—9— 



Writing on the Line. The pupils should be taught to write on the line. 

Proper Slant. Proper slant results from placing the paper in the posi- 
tion shown on the back of the Primary Pupils' Manual and in making 
downward strokes toward the median line of the body. A slant between 25° 
and 35° from vertical may be considered correct. 

Spacing. There should be more space between sentences than between 
words and more space between words than between letters. The printed 
page is a good example of proper spacing. 

Margin. There should be a margin of half an inch at the left side 
of the paper. 

Form. The features of form for which to work in lead pencil writing in 
the second and third grades are given under "Features to Develop in Lead 
Pencil Writing" on page 9. 

Note: Read the second paragraph on page 2 of this manual, and the intro- 
duction to the Primary Pupils' Manual. 

WRITING PRACTICE IN THE FOURTH, FIFTH, AND SIXTH GRADES. 

In the fourth, fifth, and sixth grades the writing movement is developed 
further by practice of the "muscular" or "arm movement." Outlines for the 
fourth, fifth, and sixth grades given below describe how the muscular move- 
ment is developed and used, and name the subject matter to be practiced. 

Arm movement, with pen and ink, is introduced at the beginning of 
the Fourth Grade. 

In all the grades there should be a close correlation between the formal 
lesson and all functional writing. 

OUTLINE FOR FOURTH GRADE. 
1. Materials: 

(a) For Teacher: Teachers' Manual, Pupils' Manual No. 1, Scale Card 
No. 4, and Grading Card No. lb. 

(b) For Pupils: Pupils' Manual No. 1, the school pen, and white practice 
paper. 

— lu— 



2. Subject Matter: 

(a) Position and movement. See Features 1 to 19, pages 15 to 19. 

(b) The two-space continous oval. See page 19. 

(c) The two-space separate oval. See page 20. 

(d) Capital "O." See page 21. 

(e) The "e" exercise (three e's to the group, and half a space high). 
See page 22. 

(f) The words "see," "our," "come," "room," and the sentence "O, come 
see our room." 

(g) The writing of any of the words from the lists on pages 5 to 12 
inclusive of Pupils' Manual No. 1. 

(h) The heading (pupil's name, school, giade, and date) and the pupil's 

home address, 
(i) The figures. 

(j) Correction of errors found in the daily written work. 
For features to develop see end of outline for sixth grade. 
OUTLINE FOR FIFTH GRADE. 

1. Materials: 

(a) For Teacher: Teachers' Manual, Pupils' Manual No. 1, Scale Card 

No. 5, and Grading Cards Nos. la, 2, and 3. 

(b) For Pupils: Pupils' Manual No. 1, the school pen, and white prac- 
tice paper. 

2. Subject Matter: 

(a) A review of the features of position and movement, numbers 1 to 
19 on pages 15 to 19. 

(b) The continuous and separate ovals. 

(c) The "e" exercise, five e's to the group and two groups between the 
lines. See page 22. 

(d) Capitals "O," "S," "A." "C," and "M." 

(e) The sentence: "O, come see our room," "Six million men are sail- 
ing," or "Many men are milling meal," pages 4, 15, and 18 of Pupils' 
Manual No. 1. 

(f) The letters and letter combinations needing special practice in the 
sentences above. 

(g) The "Acorn Story" on page 28 of Pupils' Manual No. 1. 

(h) The heading (pupil's name, school, date, and grade) and the pupil's 
home address. 

(i) The figures. Brief practice each day of the figure or figures of the cur- 
rent date. 

(j) Corrections of errors found in the daily written work. 
For features to develop see end of outline for sixth grade. 



—11— 



OUTLINE FOR SIXTH GRADE. 

1. Materials: 

(a) For teacher: Teachers' Manual, Pupils' Manual No. 1, Scale Card 
No. 6, and Grading Cards Nos. 4 and 5. 

(b) For Pupils: Pupils' Manual No. 1, the school pen, and white prac- 
tice paper. 

2. Subject Matter: 

(a) A line of ovals at the beginning of the writing lesson. 

(b) The "e" exercise, nine "e's" to the group and two groups between 
the lines. See page 22. 

(c) Practice of the following capitals: "H," "K," "M," "N," "W," 
"I," "P," and "T." 

(d) Pages 19, 20, and 21 of Pupils' Manual No. 1. 
Pages 22, 23, and 24 of Pupils' Manual No. 1. 
Pages 25, 26, and 27 of Pupils' Manual No. 1. 

(e) The first paragraph of the "Acorn Story" and later the second para- 
graph shown on pages 28 nd 29 of Pupils' Manual No. 1. 

(f) The heading (pupil's name, school, grade, and date) and the pupil's 
home address. 

(g) The figures. Brief practice in each writing lesson of the figure or 
figures of the current date. 

(h) Correction of errors found in the daily written work. 

Features to Develop in the Fourth, Fifth, and Sixth Grades: 

1. Position of body. 10. Form. 

(a) Form of letters. 

2. Position of paper. ^^^ Beginning and ending strokes. 

3. Position of hand. (c) Connective strokes. 

(d) Open loops. 

4. Arm movement. (e) Round tops to "m's" and "n's" 
p. Q. and to the first part of "y," "v," 

and X.' 

6. Speed. (f) Spacing of words and the letters 

7. Quality of line. of a word. 

(g) Uniform height of low letters and 

°- ^"^"^- writing of the tall loop letters 

9. Writing on the line. as high as the capitals. 

WRITING PRACTICE IN THE SEVENTH AND EIGHTH GRADES. 

The daily written work of the children is functional writing. 

Repeated drill on a letter, word, sentence or paragraph for the purpose of 
improvement is formal practice. 

In the seventh and eight grades the errors revealed in functional writing 
should furnish the content of much of the formal practice. 

An individual handwriting should not be discouraged, provided it is legible, 
pleasing and written with proper speed. 

—12 — 



OUTLINE FOR SEVENTH GRADE. 
Materials: 

(a) For Teacher: Teachers' Manual, Pupils' Manual No. 2, Scale Card No. 
7, and Grading Card No. 6. 

(b) For Pupils: Pupils' Manual No. 2, the school pen, and while practice 
paper. 

Subject Matter: 

(a) Page 1 of Pupils' Manual No. 2. 

(b) Pages 3, 4, 5, 6, 7, and 8 of Pupils' Manual No. 2. 

(c) Pages 10. 11, 12. 13, 14, and 15 of Pupils' Manual No. 2. 

(d) Pages 17, 18, 19, 20, 21 and 22 of Pupils' Manual No. 2. 

(e) Pages 24, 25, 26, 27, 28 and 29 of Pupils' Manual No. 2. 

(f) Pages 31. 32, 33, 34. 35 and 36 of Pupils' Manual No. 2. 

(g) The capitals in groups as follows: 




(h) The heading (pupil's name, school, grade and date) and the pupil's 

home address, 
(i) The figures. See pages 48 and 49. 
(j) Correction of errors in the daily written work. 
For features to develop see page 14. 



13- 



OUTLINE FOR EIGHTH GRADE. 

1. Materials: 

(a) For Teacher: Teachers' Manual, Pupils' Manual No. 2. Scale Card No.8, 
and Grading Card No. 7. 

(b) For Pupils: Pupils' Manual No. 2, the school pen and white practice 
paper. 

2. Subject Matter: 

(a) Pages 38, 39, 40. 41 and 42 of Pupils' Manual No. 2. 

(b) Pages 45, 46, and 47 of Pupils' Manual No. 2. 

(c) The capital alphabet shown on page 43 of Pupils' Manual No. 2. The 
capitals which the pupils write poorly should receive special practice. 

(d) The heading (the pupil's name, school, grade and date) and the pupil's 
home address. 

(e) The figures. 

(f) Correction of errors found in the daily written worl<. 

Features to Develop in Seventh and Eighth Grades: 

1. Size See page 24. 3. Form. See pages CI to 49, in- 

clusive, for features to develop. 



(a) Proper height of low letters. 

(b) Making of the low letters, the 
semi-extended letters, the ex- 
tended letters, the loops below 

. the base line, and the capitals 
in right proportion to each 
other. 



(a) Beginning and ending strokes. 

(b) Connective strokes. 

(c) Open loops. 
Id) Round tops to "m's" and "n's"' 

and to the first part of "y," "v," 
and "x". 
(e) Uniform heignt of low letters 
2. Spacing. See page 29. and the writing of the tall loop 

The writing of the letters of a letters as high as the capitals, 

word close together and words (f) Compound connective stroke be- 

the proper distance apart. fore "a," "d," "g," "o," and "q." 

FURTHER DEVELOPiVIENT OF THE WRITING MOVEMENT. 

The term "arm movement" is used instead of muscular movement in this 
manual. 

The writing movement consists of a combination of finger and arm move- 
ment. The arm movement phase of the writing movement is introduced at the 
beginning of the fourth grade. 

The following exercises are intended to facilitate the learning of arm move- 
ment. 

—14— 




Illustration No. 6. 
Features to Develop in Teaching Position and Movement: 

1. All books and articles removed from the desk. 

2. Pupils sitting in the middle of the seats and facing the front of the room. 

3. Feet under the desk. 

4. Arms hanging by the sides. 



— 15— 




Illustration No. 8. 

5. Arms above the desk as in Illustration No. 7. 

6. Arms resting on the desk with elbows back off the edge of the desk as in 
Illustration No. 8. 

7. Muscles relaxed. 

T\\i i^ottijii outline rk'prcscnt^ \\\i cxlrcmo foru'ai-^*- move m cut, 
an6 the black outline live cvtrcmo backward m.ovcmcut c\ iKe KauiS. 




Till writing nxiisclc or 
(2 LL 5 K I O (SI 



Tkc m\lSclc or cviskiou 5Koul6 not be raisc.S t"roin M\c hii\<J. Kut 
5h.oulci be |ierinUlc6 to trouck Wxi 6e5k uutk tkc tuU u^eiokt of 
^Ke arm resKnc) oa it. 

Illustration No. 9 
Fingers of the writing hand doubled loosely into the palm as in Illustra- 
tion No. 9. 

— 16— 



9. Rolling the arm on the large muscle near the elbow in response to the 

teacher's counting. 
The motion of the hand should describe a circle or oval and the counts be 
as follows: "one," "two," "three," "four," "five," "six," "seven," "eight," "nine," 
"ten," "one," "two," "three," "four," etc., each count representing one revolu- 
tion or downward movement of the hand, and with fifteen counts to five seconds. 
10. The rolling movement on the large muscle without the teacher's 
counting. 

TKc broken oaUluv: rcprc^^cuts tlic cxtvtzmc funuariS moiu'incnt:, au6 
vKo Mack. iHit liiu' \\\< kixtromo backiuaiH^ moi'cmcnt of tke liaiuV 



^; 



r-< 




11. 
12. 

13. 



A rm. n; u c m ci\ t 
Is the rolUriQ of tlie 
bones of tlte arm cn this-, 

If tKc sleci'« Kcre-^ or tk« muscle Kcrc^sluV'? 

AT ALL on bkc 6«sk., tke inovdncnb is WR»j.m(j-. 
Illustration No. 10. 
Rolling the arm on the large muscle near the elbow with fingers ex- 
tended as in Illustration No. 10. 

Counting by the teacher as described under Feature No. 9 above to re- 
gulate the rolling movement. 

Rolling the arm on the large muscle near the elbow with the nails of 
the four fingers gliding on the desk. 




Tkc Iniutis of i\\i forearni. move foriocivvS cint*" 

bacltwariN on Hwf larcjc mviS'clc — 

Illustration No. 11. 
14. Rolling the arm on the large muscle near the elbow with third and 
fourth fingers gliding on the desk arid with thumb touching first and 
second fingers as in Illustration No. 11. 
15. Counting for movement as in Feature No. 9 above. When necessary 
classify the pupils and give special assistance to the poorer group. 

—17— 




Illustration No. 12. 
16. Position of the paper. 
The paper is usually in correct position when the ruled lines on it are 
parallel or nearly parallel to an imaginary line running from the upper right to 
the lower left hand corner of the pupil's desk. 

17. Holding the paper at left edge. This aids in keeping the paper in right 
relation to the writing arm. 




Illustration No. 13. 

—18— 



18. Rolling the arm on the large muscle near the elbow with pen in hand 
and point of pen a little above the paper as in Illustration No. 13. 

This way of holding the pen aids the pupil to establish the third and fourth 
fingers as the support for the hand. 

19. Counting by the teacher to regulate the movement. 




Illustration No. 14. 

The above illustration shows good position for writing. 
THE CONTINUOUS OVAL. 

The oval should not be introduced until the children of a room have learned 
the position and m.ovement as described under Features 1 to 19 inclusive. 
Where part of j;he pupils have learned the position and movement without 
strokes and the remainder have not, the children should be classified and 
.special assistance given for a few days to the poorer group. 




Illustration No. 15. 

The purpose of the oval exercise is to develop correct habits for use in 
writing. 

The standard of speed in ovals is that of fifteen revolutions to five seconds. 

The manner of counting for the continuous oval is described in the second 
paragraph on page 17. 

In the fourth grade, or in classes in any grade in which arm movement 
has recently been introduced, the time devoted to oval practice should be 
sufficient to enable the pupil to acquire the correct principles of arm movement 
writing. 

—19— 



In the fifth and succeeding grades, or in classes in which the pupils write 
the ovals well, a line of ovals at the beginning of the each writing lesson should 
be sufficient as introductory movement practice. 

Features to Develop in the Continuous Oval. 



1. Good position of 

Body 
Hand 
Paper 

2. Arm movement 



3. The correct rate of speed 

4. Good quality of line 

5. Correct size 

6. Correct slant 

7. Correct form 

8. Proper spacing of strokes. 



THE SEPARATE OVAL. 

The principal purpose of the separate oval is to develop continuity of 
movement from one oval to another. The. movement and the rate of speed 
are the same as in the continuous oval, but instead of moving the hand 
gradually to the right with pen constantly on the paper the strokes (six of 
them) are grouped to form an oval, and without changing the speed the pen is 
lifted for two revolutions above the paper; then without checking the move- 
ment the pen is lowered for six more strokes on the paper, and so on until a 
full line of ovals has been written. 




Illustration No. 16. 

The counts for the separate oval are "one," "two," "three," "four," "five, 
"six," "one," "two," "one," "two," "three," "four," "five," "six," "one," "two," 
"one," "two," "three," etc. 



1. Good position of 

Body 
Hand 
Paper 

2. Arm movement 

3. Continuity of movement in going 
from one oval to another 



Features to Develop in the Separate Oval. 

4. Correct speed 

5. Quality of line 
fi. Size 
7 Slant 

8. Form 

9. Number to the line (about twelve). 



—20- 



CAPITAL "O". 

Following the separate oval the capital "O" should be practiced because 
it is like the oval in form, it is made writh the same continuity of movement, 
and it is intermediate in size between the two space ovals and the low letters 
of words. 









Illustration No. 17. 

Where the children of a class have learned to write the continuous and sep- 
arate ovals with good position and correct arm movement they should be 
able within a few lessons to write capital "O" well. Poor position, incorrect 
movement, and heavy or kinky line are due to insufficient preliminary move- 
ment practice and insufficient or incorrectly conducted oval practice. 

In the practice of capital "O" as in the oval practice, the attention of the 
pupil for a time should be directed more fully to the position, movement, and 
speed than to the making of "O" correct in form. 

The counts for capital "0" are "one," "two;" the first count for the body of 
the letter and the second count for the ending stroke. The "O" is completed 
with an upward movement and the pen is lifted from the paper while in motion. 

Features to Develop In Capital "O". 

1. Good position of 

Body 

Paper 

Hand 

2. Arm movement, as in oval 

3. Size, as shown above 

4 Continuity of movement as in the separate oval 

5. Slant as in the copies 

6. Speed of from 50 to 60 "O's" a minute 

7. Upward movement in ending stroke 

8. Spacing, about twelve capitals to the line and about the same distance apart 
■9. Letters resting on the line 

10 Form, as shown above. 

—21 — 



THE "e" EXERCISE. 

The "e" exercise is closely related to the oval and should be made with 
the same position, movement, and speed as the oval. It is useful in teaching 
the correct making of beginning and ending strokes, open loops, uniform 
height of low letters, and in assisting the pupils of the upper grades to make 
their writing compact and smaller. 

The following illustration shows the sizes and the number of "e's" to the 
group recommended for the various grades in which arm movement is taught. 

In each group the counts are for the upward strokes; for instance, in the 
first group of three e's there are four upward strokes; hence, the counts are 
"one," "two," "three," "four". 



Form No. 1; fourth grade: 



Form No. 2; fifth grade: 



Form 



No. 3 ; sixth grade : ^^^^^^^.^^..^.^Z.^^^-^^ 



Form No. 4; seventh grade: 




Form No. 5; eighth grade: 




Illustration No. 18. 

—22— 



SPEED. 



The correct rate of speed is one of the most important features of writing 
practice and on it depends, to a very great extent, the pupils' success or failure 
iu penmanship. There are three reasons for using proper rate of speed in 
writing. First, the correct speed makes the line smooth; second, the correct 
speed economizes time; third, the proper speed and relaxation of muscles aid 
the correct making of letters. 

The greatest speed with which a pupil can write with comfort and good 
form is regarded for him as the proper speed. This, of course, varies according 
to the age, training, and physical development of the child. 

The standards of speed for the various grades is given on page .53. 

SLANT. 

Uniformity of slant and correct degree of slant make the writing har- 
monious, pleasing, and easy to read. 

Correct position of the paper, shown in Illustration li', is one of the 
necessary conditions for correct slant of writing. 

Any degree of slant between 25° and 35° from vertical may be regarded 
as correct. 

Uniformity of slant results from making the downward strokes, both 
straight and curved, on the main slant. The main slant in writing may be 
determined by placing the paper in the correct position for writing and making 
a straight line on it directly in front of the median line of the body, or in the 
direction of the black line midway across the desk in Illustration No. 12. 

To enable the pupil to make his downward strokes on the main slant, and 
to encourage freedom of movement, the paper should be moved to the left once 
or twice in writing across it. 

Extreme slant as in Il- 
lustration No. 19 is due to 
turning the paper too 
much, to an extreme turn- 
ing of the hand, or to both. 
Writing having extreme 
slant is difficult to read, 
requires an unnecessary 
amount of space, and 
causes the child to turn 
his head to one side pro- 
ducing eye strain. 

Illustration No. 19. 

—23— 




n^^^-^'t^ 




_^OD^ ,^£2_^€^^-^--V^ 



Illustration No. 20. 




Insufficient slant. Il- 
lustration No. 20 shows a 
handwriting in which the 
direction of the motion 
was toward the right 
elbow instead of toward 
the median line of the 
body. A movement of this 
kind is difficult to control. 



Varying degrees of slant. 
The writing in Illustration 
No. 21 is objectionable be- 
cause of the varying de- 
grees of slant. 



Illustration No. 21. 

SIZE OF WRITING. 

1. The blackboard writing in the first, second, and third grades should 
be writtpn with the same proportion of letters as is shown in the Primary 
Pupils' Manual. 

2. Lead pencil writing in the second and third grades should be about the 
same in size as that shown in the Primary Pupils' Manual. 

3. Pen and lead pencil writing in the fourth, fifth, and sixth grades should 
be about the same in size as that shown in Pupils' Manual No. 1. 

4. Pen and lead pencil writing in the seventh and eighth grades should be 
about the same in size as that shown in Pupils' Manuals Nos. 2 and 3. 



-24— 



QUALITY OF THE LINE. 

Writing is made easy to read (1), by forming the letters well; (2), by pro- 
perly spacing the letter parts, letters, and words; (3), by making the proper 
quality of line, similar to that shown in the writing manuals. 

To produce good quality of line the following features should be empha- 
Ki^ed: (1), the weight of the hand should be on the third and fourth fingers 
and not on the point of the pen. A course line of varying quality is usually 
due to a lack of proper support for the hand; (2), the eyelet of the pen should, 
act be turned to one side and the pen should be held so that both nibs touch 
the paper. 

The line should be distinct but not so coarse or heavy as to require the 
use of a blotter. 

New pens are coated with oil and old ones are often coated with dry ink. 
The oil or the dry ink should be removed with a pen wiper or blotter before 
beginning to write in order to produce the proper quality of line. 



Heavy line. The heavy 
line shown in Illustration No. 
22 is caused by pressing 
too much on the pen or by 
permitting the weight of the 
hand to be on the pen rather 
than on the third and fourth 
fingers. 








22. 



Shaded line. It is possible 
to spread the nibs of the pen 
in making downward strokes 
and thus produce thick lines 
as in Illustration No. 23. 
Where this is skillfully done, 
it is called shading. Pupils 
sometimes attempt shading, 
purposely but usually the 
heavy line is due to insuffi- 
cient training in relaxation 
of the writing muscles. Writ- 
ing of this kind is objection- 
able and should be dis- 
couraged. 



Illustration No 23. 



BEGINNING AND ENDING STROKES. 

Correct beginning and ending strokes are for convenience and liarmony 
in writing. 

Convenience of Beginning Strokes. The most convenient place to start a 
word is on the l)ase line and nearly all the words begin on the line. The letters 
"a," "c," "d," "g," "o" and "q" are exceptions. When used as initial letters of 
words these letters should be written as the copies show without the use of 
the initial curve. 

The beginning and ending strokes are shown correct in form in the writing 
manuals. 

Beginning and ending strokes 
tiiat are too long. The legibility of 
the writing in Illustration No. 24 is 
greatly impaired by the use of the 
long flourished strokes. Unimpor- 
Lant strokes and letter parts should 
not be made prominent. 



Blunt endings. Illustration No. 
25 shows endings made by stopping 
the motion of the pen and pressing. 
This not only retards the speed but 
detracts from the appearance of 
the writing. 

Horizontal beginning and 
ending strokes. Illustrations 
Nos. 26 and 27 show the writ- 
ing of pupils who use as an 
initial and as an ending 
stroke of words the horizon- 
tal stroke. One objection to 
this way of making the ini- 
tial stroke is that it often 
connects words and fills the 
space that should be left be- 
tween the words; the same 
thing is true of the horizontal 
ending stroke. 




Illustration No. 25. 




Illustration No. 27. 



—26— 







1/ 



I 

Illustration No. 28. 



Hooked beginning and end- 
ing strokes. Illustration No. 
28 shows hooked beginning 
and ending strokes. A pupil 
seldom hooks both the begin- 
ning and the ending stroke 
but the hooking of one or the 
other is a common fault. The 
hook at the beginning of the 
word is due to beginning the 
first stroke with a downward 
rather than an upward mo- 
tion. These hooks are often 
mistaken for letters. 




Illustration No. 29. 



Compound ending strokes. Illustra- 
tion No. 29 shows the compound end- 
ing stroke. Besides filling the space 
between words this stroke makes 
prominent a part of the word that is 
not of great importance. 

Prominent initial and finishing 
strokes of any kind tend to take the 
eyes away from the content. 



ALIGNMENT. 

Base alignment and top alignment should be considered in teaching writ- 
ing. Base alignment is the process of making the writing rest on the ruled 
line or on an imaginary line. Where the base alignment is poor, attention 
should be given to its correction. The correct position of the paper will aid 
the children to write with good base alignment. 



—27— 



^ ^%i, *-i i r /r 



i^^ C3^ 



r7^<>^ 




Illustration No. 30 shows poor 
l)ase alignment with the words 
written through the line instead of 
resting on it. 



^:^^^ ^_^^^^^^ y 



Illustration No. 30. 

Top alignment usually is construed to mean uniform height of the low 
letters ("m." "n," "i," "u," "e," etc.) but it may mean also uniform height 
of the extended letters ("1," "h," "b," "k," and "f"), semi-extended letters 
("p," "t," and "d") or of the capitals. 





Illustration No. 32. 



Illustration No. 31. 

In Illustration No. 31 the "U's" in "well" are not as high as the "1'' in 
"pencils," and in Illustration No. 32 capital "M" is no higher than the low let- 
ters; these errors illustrate poor top alignment. 

The use of the "e" exercise described on page 22 will be found helpful in 
improving top alignment of low letters; practice of the loop letters "1," "b," 
"h," and "k" separately and in groups will be found helpful in improving top 
alignment of the extended letters; and the practice of separate capitals with 
(-mphasis on making them proper in height will be found helpful in improving 
top alignment of the capitals. 



—28— 



SPACING. 

Spacing includes: (1) spacing of letter parts; (2) spacing of letters; (3) 
spacing of words; and (4) spacing of sentences. 

A good rule to follow is that there should be about twice as much space 
between letters as between parts of letters; twice as much space between 
words as between letters; and three times as much space between sentences 
as between words. 

Spacing of Letters Parts. 



Illustration No. 33. 



Illustration No. 33 show "m" and "w" with too much space between the 
letter parts. Where this error is found the letter should be practiced separ- 
ately with a definite number of letter or words to the line. 



/_ ^h~-^ ^ 




Illustration No. 34. 

Spacing of Letters. In learning arm movement writing the tendency 
at first is to extend the writing in the way shown in Illustration No. 34. This 
is permissible in the fourth and fifth grades but should be corrected in a grad- 
ual manner in the sixth, seventh and eighth grades until in the eighth grade 
the spacing resembles that shown in Illustration No. 35. The writing between 
the lines in Illustration No. 34 shows good spacing for seventh grade. 



—29— 






A^ . s^^^M-.d.^'e^ 




^yu^-e^u^^ 




CP^ 



Illustration No. 36 

Spacing of Words. Illustration No. 36 shows too much space between 
words. The rule for spacing words is: The beginning of a new word should 
start about under the ending stroke of the previous word. This rule applies 
only in case the beginning and ending strokes are correctly made. 




Illustration No. 37. 

Insufficient Space Between Words. The writing shown in Illustration No. 
or is difficult to read because two or three words have the appearance of one 
long word. The beginning and ending strokes should not overlap. 

—30— 



Spacing of Letters and Words. The correct spacing of the letters of a 
word is aided by having the children write a definite number of words to the 
line. 

In the fourth, fifth, and sixth grades there should be an average of 25 letters 
to the line on paper 8 inches wide. See the word "sail," page 13 of Manual No. 
1 and the several lines of the Acorn Story, pages 28 and 29 of Manual No. i. 

In the seventh and eighth grades there should be between 30 and 35 lectei-s 
to the line. This applies to sentences writing and paragraph writing on paper 
8 inches wide. See page 36. Pupils' Manual No. 2, and Grading Card No. 6. 

Spacing of Capitals. The correct spacing of capitals is shown on page 
31 of Pupils' Manual No. 1 and on page 44 of Pupils' Manual No. 2. The writ- 
ing of a definite number of letters to the line aids good spacing, and also is 
an aid to correct form. The following number is recommended on paper 8 
inches wide with lines ruled three-eighths of an inch apart. 

1. Capitals one space high, 12 to 14 to the line. 

2. Capitals three-fourths of a space high, 16 to 18 to the line. 

3. Capitals two-thirds of a space high, 18 to 20 to the line. 



This /J //?^ ^/'fec/- 





r^ 



i^z/'M /o fo Me //'/7e — > 







u- 



Illustration No. 38. 
DESCRIPTION OF THE SMALL LETTERS. 

In height the small letters are divided into four classes as follows: 

1. The extended letters — "b," "f," "j," "k," and "1." 

2. The semi-extended letters — "d," "p," and "t." 

3. The inverted loop letters — "f," "g," "j," "p," "q," "y" and "z." 

4. The low letters— "a," "c," "e," "i," "m," ' n," "o," "r," "s," "u, 

"w" and "x." 



"v, 



—31— 



Small "f" is both an extended letter and an inverted loop letter. Small 
"p" ia both as serai-extended letter and an inverted loop letter. 

Small "a," "d," "g," "o" and "q," are made without an upward initial 
stroke. 

In the blackboard writing in the first, second, and third grades, and in 
the lead pencil writing in the second and third grades the extended small 
letters and the capitals should be about twice as high as the low letters. 

In the grades from the fourth to the eighth, inclusive, the extended small 
letters and the capitals should be about two and a half times as high as 
the low letters. 

The semi-extended letters should be a little shorter than the extended 
letters. 

The loops below the line should be a little shorter than the loops above 
the line. 



^ ay 

Features to develop in small "a": 

1. A well curved downward stroke and a slightly curved upward stroke 
that meet at the top. 

2. A straight stroke on the main slant. 

3. Ending stroke as high as the letter. 




Features to develop in small "b": 

1. A well curved beginning stroke. 

2. Second stroke almost straight and on the main slant. 

3. Rounded top and base. 

4. Last stroke a downward, curved, horizontal stroke retracing previous 
stroke. 

5. Strokes well separated. 



—33- 



.^.:^^ 



Features to develop in small "c": 



1. Beginning stroke on main slant. 

2. Second stroke oval shape and ending as high as the letter. 

The form shown to the right is used in the word and not as an initial letter. 




The middle form of small '"d"' is recommended for use in the primary 
grades, and its use is optional in any grade. Where the loop is used, it should 
be narrow. 

Features to develop in small "d": 

1. A well curved downward stroke and a slightly curved upward stroke. 

2. A straight stroke on the main slant retracing the previous stroke 
almost to the base line, or a curved downward stroke forming a nar- 
row loop. 

3. An upward curved ending stroke or a downward curved ending stroke 
crossing the base line. 



_^^ 



Features to develop in small "e": 



1. Well curved beginning and ending strokes. 

2. Open loop. 

3. Ending stroke as high as the letter. 




Features to develop in small "f": 

1. A well curved beginning stroke. 

2. Second stroke nearly straight and on the main slant. 

3. Top and bottom of loops well rounded. 

4. Upward stroke of lower loop meeting downward stroke at base line. 

5. Well curved ending stroke. 

6. Open loops, 

—33— 




Ji^- 



Features to develop in small "g": 

1. A well curved downv/ard stroke and a slightly curved upward stroke 
that meet at the top. 

2. Straight downward stroke on the main slant and a curved upward 
stroke crossing the straight stroke at the base line. 

d. Base of loop well rounded. 
4. Strokes well separated. 




Features to develop in small "h": 

1. A well curved beginning stroke. 

2. Second stroke almost straight and on the main slant. 

3. Rounded top to loop and rounded top to shoulder. 

4. Shoulder about one-third the height of the letter. 

5. Ending stroke as high as the shoulder. 



Features to develop in small "i": 

1. Beginning stroke well curved. 

2. Second stroke straight and on the main slant. 

3. Ending stroke well curved, and as high as the letter. 

4. Dot in slant with downward stroke. 




Features to develop in small "j": 

1. Well curved beginning stroke. 

2. Straight downward stroke on the main slant and an upwara 
stroke crossing straight stroke at base line. 

3. Base of loop well rounded. 

4. Open loop. 

5. Dot in slant with downward stroke. 

—34— 



Features to develop in small 

1. Beginning strolie well curved. 

2. Second stroke almost straight and on the main slant. 

3. Shoulder about one-third the height of the letter. 

4. Fourth stroke a straight line on the main slant. 

5. Ending stroke well curved and as high as the shoulder. 

6. Strokes well separated. 




Features to develop in small "I": 

1. Beginning stroke well curved. 

2. Second stroke almost straight and on the main slant. 

3. Well rounded top. 

4. Ending stroke well curved and about one-third the height of the letter. 

Features to develop in small "m": 

1. Upward strokes well curved. 

2. Downward strokes on the main slant. 

3. Tops well rounded. 

4. Ending stroke well curved and as high as the letter. 

Features to develop in small "n": 

1. Upward strokes well curved. 

2. Downward strokes on the main slant. 

3. Tops well rounded. 

4. Ending stroke well curved and as high as the letter. 

Features to develop in small "o": 

1. Oval on main slant. 

2. Downward, curved, horizontal ending stroke slightly retracing preced- 
ing stroke. 

—35— 



./ 




Features to develop in small '"p": 

1. Beginning stroke well curved. 

2. Straight downvi^ard stroke on the main slant and an upward curved 
stroke crossing straight stroke a little above the base line. 

3. Small oval resting on the base line, the downward stroke of which 
touches the straight dov\nward stroke at base line. 

4. Rounded base. 

5. Ending stroke well curved. 



j:2L j:2L 




Features to develop in small "q": 

1. Well curved downward stroke and a slightly curved upward stroke that 
meet at the top. 

2. A straight downward stroke on the main slant and an upward curved 
stroke meeting the straight downward stroke at the base line. 

3. Base well rounded. 

4. Ending stroke well curved. 



Features to develop in small "r": 

1. Beginning stroke well curved. 

2. Second stroke a slanting straight line. 

3. Straight downward stroke on the main slant. 

4. Ending stroke well curved and as high as vne letter. 

Features to develop in small "s": 

1. A well curved beginning stroke. 

2. A compound downward stroke meeting the first stroke a little £;bove 
the base line. 

3. Ending stroke well curved and as high as the letter. 

— 3G— 



Features to develop in small "t": 

1. Beginning stroke well curved. 

2. A straight line on the main slant. 

3. Ending stroke well curved. 

4. A short straight horizontal stroke. 



Features to develop in small final "t": 

1. Beginning stroke well curved. 

2. A straight line on the main slant. 

3. Ending stroke well curved and ending at one-half the height of the 
letter. 



Features to develop in small "u": 

1. Upward strokes well curved. 

2. Downward strokes straight and on the main slant. 

3. Bases well rounded. 

4. Ending stroke well curved and as high as the letter. 



Features to develop in small "v": 

1. Beginning stroke well curved. 

2. Downward stroke on the main slant. 

3. A well curved upward stroke. 

4. A downM-ard, curved, horizontal stroke reiracing the previous stroke. 



-^ _AA. .^^t^ 



Features to develop in small "w": 

1. Upward strokes well curved. 

2. Downward strokes straight and on the main slant. 

3. A downward, curved, horizontal stroke retracing previous stroke 

—37— 



Features to develop in small "x": 

1. Beginning stroke well curved. 

2. Straight downward stroke. 

3. A well curved upward stroke. 

4. A slanting straight line crossing the second stroke at the middle. 



z2^ ^ 




Features to develop in small "y": 

1. Beginning stroke well curved. 

2. Straight downward stroke on main slant. 

3. A curved upward stroke. 

4. A straight downward stroke on the main .^lant and a curved upward 
stroke crossing the straight stroke at the base line. 

5. Top of first part, and base of loop well rounded. 

/ 




Features to develop in small "z": 

1. Beginning stroke well curved. 

2. Downward stroke straight and quite slanting. 

3. A curved downward stroke slightly retracing previous stroke and an 

upward stroke crossing downward stroke a little below the base line. 



—38- 



CONNECTIVE STROKES. 



The various connective strokes are illustrated in the following words: 




'^y/\y \y/\/^ y^^y> \. 



U/7 \ 








— WW - 



THE CAPITAL LETTERS. 

Movement Used in Capitals. The movement used in ovals is correct for 
use in capitals. The pen should be in motion when it touches the paper at the 
beginning of the capital ajid be lifted from the paper vi^hile in motion upon 
completing the capital. The speed should be sufficient to produce a smooth 
line. 

Features common to all capitals: 

1. Quality of line. 

2. Uniformity of slant with correct degree of slant. 

3. Uniformity of height. 

4. Well separated strokes. 




Features to develop in capital "A": 

1. A well curved downward stroke and a sligntly curved upward stroke 
that meet at the top. 

2. A straight downward stroke on the main slant, retracing previous stroke. 

3. Ending stroke well curved. 




Features to develop in capital "B": 

1. A slightly curved compound stroke on the main slant. 

2. Upward curved stroke as in the oval. 

3. Letter wider at the left than at right of the compouna curve. 

4. Loop overlapping first stroke at middle. 

5. A downward, curved, horizontal ending stroke. 

6. Strokes well separated. 



—40- 




Features to develop in capital "C": 

1. A loop on the main slant half the height of the letter. 

2. Downward curve at left of loop as in the oval. 

3. Ending stroke well curved. 

4. Strokes well separated. 




Features to develop in capital "D": 

1. A slightly curved compound stroke on the main slant. 

2. A small horizontal loop on the base line. 

3. An upward curved stroke as in the oval. 

4. An ending stroke crossing previous stroke about one third of 
way down on the letter. 

5. Letter touching the base line at two points. 



the 




V. y 



Features to develop in capital "E": 

1. A short straight stroke on the main slant. 

2. The upper and lower parts oval shaped. 

3. Upper part smaller than lower part. 

4. A small horizontal loop. 

5. Ending stroke well curved. 



/ 





Features to develop in capital "F": 

1. A short straight stroke on the main slant. 

2. A compound horizontal stroke, slightly curved. 

3. A compound stroke, slightly curved, and made on the main slant. 

4. Base well rounded as in the oval. 

5. A curved horizontal stroke crossing the letter at about one third its 
height. 

6. A short, straight, finishing stroke on the main slant. 



-41- 




Features to develop in capital "G": 

1. Beginning stroke well curved. 

2. Loop half the height of the letter. 

3. Well rounded base. 

4. Top of loop rounded. 

5. A downward, curved, horizontal ending stroke. 

6. Strokes well separated. 



a 




Features to develop in capital "H": 

1. A small loop on the main slant. 

2. A stroke on the main slant, curved at the top and straight from the 
middle to the base line. 

3. A curved downward stroke. 

4. A slanting loop touching or overlapping the second downward stroke 
at the middle. 

5. A curved, horizontal ending stroke. 

6. Strokes well separated. 




Features to develop in capital "T 



1. A well curved upward stroke beginning a little below the base line. 

2. A curved downward stroke ending at the left about one third of the 
height of the letter. 

3. A curved horizontal ending stroke, crossing the letter. 

4. Top and base well rounded. 

5. Strokes well separated. 






Features to develop in capital "J": 

1. A well curved upward stroke beginning a little below the base line. 

2. A straight downward stroke on the main slant. 

3. An upward curved stroke crossing the straight stroke at or near the 
base line. 

4. Well rounded top and base. 

5. The part below the base line shorter and narrower than the part above 
the line. 



^ (7) 



./ 




Features to develop in capital "K": 

1. A small loop on the main slant. 

2. A stroke on the main slant curved at the top and straight from the 
middle to the base line. 

3. A slanting compound curve. 

4. A horizontal loop overlapping the second downward stroke at the middle. 

5. A slanting compound curve. 

6. Ending stroke well curved. 

7. Strokes well separated. 





Features to develop in capital "L": 

1. A short straight stroke on the main slant. 

2. A well rounded top. 

3. A compound downward stroke on the main slant. 

4. A horizontal loop on the base line. 

5. A compound stroke ending a little below the base line. 



-43 — 



^ 



Features to develop in capital "M": 

1. A small loop on the main slant. 

2. Straight downward strokes on the main slant. 

3. Curved upward strokes. 

4. Tops well rounded and diminishing in height. 

5. Ending stroke well curved. 

6. Strokes well separated. 



a 




/ 



Features to develop in capital "N": 

1. A small loop on the main slant. 

2. Straight downward strokes on the main slant. 

3. A curved upward stroke. 

4. Tops well rounded, and diminishing in height. 

5. Ending stroke well curved. 

6. Strokes well separated. 




Features to develop in capital "O": 

1. An oval form on main slant. 

2. A well curved ending stroke. 





Features to develop in capital "P": 

1. A slightly curved compound stroke on the main slant. 

2. An upward curved stroke as in the oval. 

3. Ending stroke well curved and crossing first stroke at about the middle. 

4. The letter wider to the left than to the right of the compound srroke. 



-44- 



(^ 




^ 



Features to develop in capital 'Q": 

1. A small oval on the main slant. 

2. A well rounded top. 

3. A well curved downward stroke as in the oval. 

4. A horizontal loop on the base line. 

5. A compound stroke ending a little below the base line. 




Features to develop in capital "R": 

1. A slightly curved compound stroke on the main slant. 

2. A well curved upward stroke as in the oval. 

3. A short downward curve. 

4. A short horizontal loop overlapping the first stroke at the middle. 

5. A slanting compound stroke. 

6. A well curved ending stroke. 

7. Top and base well rounded. 

8. Strokes well separated. 




Features to develop in capital "S": 

1. A well curved beginning stroke. 

2. A compound stroke on the main slant crossing the previous stroke near 
the middle. 

3. A curved horizontal ending stroke crossing the letter. 

4. Top and base well rounded. 

5. Strokes well separated. 



-45— 




Features to develop in capital "T": 

1. A short straight stroke on the main slant. 

2. A compound horizontal stroke, slightly curved. 

3. A compound downward stroke, slightly curved and on the main slant. 

4. Base well rounded as in the oval. 

5. A curved horizontal stroke crossing the letter at about one third its 
height. 

a 





Features to develop in capital "U": 

1. A small oval on the main slant. 

2. A slightly curved compound stroke on the main slant. 

3. A curved upward stroke. 

4. A straight downward stroke on the main slant slightly retracing the 
previous stroke. 

5. Ending stroke well curved. 



C7 




Features to develop in capital "V": 

1. A small loop on the main slant. 

2. A slightly curved compound stroke on the main slant. 

3. A slightly curved compound stroke ending at about two-thirds the 
height of the letter. 



^ ^ ^ 





Features to develop in capital "W": 

1. Small loop on the main slant. 

2. A stroke on the main slant curved at the top and straight from the 
middle to the base line. 

3. Slightly curved upward stroke slightly retracing previous stroke 

4. Straight downward stroke on the main slant, slightly retracing pre- 
vious stroke. 

5. Last stroke curved and half the height of the letter. 

6. Strokes well separated. 

—46— 



^ 




Features to develop in capital "X": 

1. A small loop on the main slant. 

2. Curve downward strokes as in the oval. 

3. A small slanting loop on the base line. 




Features to develop in capital "Y": 

1. A small loop on the main slant. 

2. A slightly curved compound stroke on the main slant. 

3. A curved upward stroke. 

4. A straight downward stroke on the main slant retracing previous stroke 
and a curved upward stroke crossing previous stroke at the base line. 

5. Top of first part and base of loop well rounded. 

6. Strokes well separated. 



d/ 




Features to develop in capital "Z": 

1. A small loop on the main slant. 

2. A curved downward stroke as in the oval. 

3. A small slanting loop on the base line. 

4. A well curved downward stroke and a well curved upward stroke cross- 
ing the pervious stroke at or near the base line. 

5. Strokes well separated. 

THE FIGURES. 

Features common to all the figures: 

1. Quality of line. 

2. Uniformity of slant with correct degree of slant. 

3. Uniformity of height. 

4. Well separated strokes. 

—47— 



Features to develop in the figure "1": 

1. A straight line on the main slant. 



Features to develop in the figure "2": 

1. A short straight stroke on the main slant. 

2. A well curved stroke as in the oval. 

3. A horizontal loop on the base line. 

4. A curved horizontal ending stroke. 

Features to develop in the figure "3'': 

1. A short straight stroke on the main slant. 

2. Short well curved strokes, each slightly retracing the previous stroke. 

3. Upper part of the figure smaller than the lower part. 

4. Lower part like horizontal oval. 

Features to develop in the figure "4": 

1. A straight stroke on the main slant ending a little above the base line. 

2. A horizontal stroke twice as long as the first stroke. 

3. A curved downward stroke crossing the horizontal stroke near the 
middle. 

Features to develop in the figure "5": 

1. A straight stroke on the main slant. 

2. A well curved stroke retracing the previous stroke. 

3. Lower part like horizontal oval. 

4. A short straight horizontal stroke joining the first stroke. 



^ 



Features to develop in the figure "6": 

1. A slightly curved downward stroke on the main slant. 

2. A loop on the base line. 

3. Strokes well separated. 

—48— 



Features to develop in the figure "7": 

1. A short straight stroke on the main slant. 

2. A short compound horizontal stroke slightly curved. 

3. A straight line on the main slant slightly retracing the previous stroke 
and ending a little belov^^ the base line. 



; ^ 



Features to develop in the figure "8": 

1. A well curved downward compound stroke on the main slant. 

2. A well curved upward compound stroke crossing the previous stroke 
near the middle and at the top. 

3. Sti'okes well separated. 



^ 



^ 



Features to develop in the figure "9": 

1. A well curved downward stroke and a slightly curved upward stroke 
that meet at the top. 

2. A straight stroke on the main slant retracing the previous stroke and 
ending a little below the base line. 



Features to develop in the figue "0": 

1. A narrow oval on the main slant, closed at the top. 

THE PROGRESS CARD. 

The Progress Card is a piece of heavy paper 9x12 inches in size on which 
is mounted the pupil's monthly specimen. The first specimen should be 
attached to the upper half of the card; the second specimen to the lower half; 
the third specimen over the first; the fourth specimen over the second and 
so on throughout the term. 

The specimens should be attached on or near the first school day of each 
month by applying paste to the left hand side of the sheet. 

-^49— 



The heading and functional writing should be written on the upper or 
exposed side of the specimen, and the other side should represent the formal 
practice of the month. 

In January just after the general school promotions and in September, 
all specimens except the last should be removed from the card and disposed of; 
this last specimen should be attached to the upper half of the card and 
should be used as the first specimen of the new term. 

THE UNIT PLAN. 

Description of the Unit Plan. A unit is a group of rooms in which the 
pupils are classified according to their skill in penmanship. It may be com- 
posed of two, three, or four rooms. The several rooms of the unit have writ- 
ing at the same time. For example in a three-room unit the best writers go 
to one room; the moderately good writers to another; and the poorest writers 
to another. 

The three-room grouping is here used to illustrate the operation of the 
unit plan. 

Rooms "A," "B," and "C," representing 7th and 8th grades compose Unit 
1. Rooms "D," "E," and "F," representing 5th and 6th grades compose Unit 2. 
Rooms "G," "H,"' and "I," representing 4th and 5th grades compose Unit 3. 
The first, second and third grades are not included in the unit plan of prac- 
tice. 

Each unit is independent of the other units and the plan in all the units 
is the same as that here illustrated and described. 

Room A 



p 




G 


M 


M 


G 


G 


M 




G 




G 


M 


G 


M 


M 


M 




G 


M 


P 


P 


G 


G 


M 


P 


G 


M 


M 


M 


G 


M 


P 


G 


:\i 


G 


M 


G 


M 


M 


G 


M 


P 


P 


M 


G 


P 


M 







Room B 




M 






P 




G 


G 




G 




G 






M 


M 


G 


P 


M 


G 


P 


M 


P 


G 


G 


P 


M 


P 


G 




M 


M 




M 


P 


G 


G 


M 


G 


P 


G 


F 


M 


G 




P 




P 


M 





Room C 






G P M 




G M 


G P G 




G 


M M 


M 


M 


M G G 


P 


P G 


P G P M 


G 


G P 


M MP 


M 


P G 


P P G P 


G 


M 


G P P M 


G 



Illustration No. 39 — (The blank spaces represent vacant seats). 

Illustration No. 39 shows Rooms "A," "B," and "C," a proposed unit 
before classification. Room "A" is intended to be the highest in grade. The 
letters "G," "M" and "P" represent pupils and also stand for the quality of 
their writing; good, medium, and poor. 



—5©— 



Room A 



Room B 



Room C 



G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


i; 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 


G 



M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


yi 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


AI 


M 


M 


M 


M 


M 


M 


M 


M 


M 


M 


:\r 


M 


^I 



P 


P 


P P 


P 


P 


P P 


P 


P 


P F 


P 


P 


P P 


P 


P 


p !• 


P 


P 


P P 




P 


P P 




P 


P P 



Illustration No. 40. 

Illustration No. 40 shows the same pupils as in Illustration No. 39 classi- 
fied for practice under the unit plan. The highest class in writing rank is 
in Room "A"; the second highest class is in Room "B"; and the lowest class is 
in Room "C". All the seats of Rooms A and B are filled to admit of assigning 
a smaller number of pupils to the teacher who has the poorest class. 

SUGGESTIONS RELATING TO THE CLASSIFICATION AND PROMOTION 
OF PUPILS UNDER THE UNIT PLAN. 

(1) As soon as convenient after the regular school promotion the teachers 
should classify their pupils by giving a writing test, and assigning them to 
their writing rooms. 

(2) There are three ways of conducting the unit plan: first, by promoting 
a definite number from each unit room at a definite time; second, by thk 
teacher of a given room exchanging her poorest writers for the same number 
of better writers of the room below; or third, by permitting the best writer:^ 
of a given room to challenge the pupils of the next higher room in writing 
rank. 

(3) Pupils who are badly out of place may be reassigned at any time. 
The aim should be to place each pupil where he can get the most out the 
practice. 

(4) The teacher should keep the progress cards of her writing pupils. 
When a pupil is promoted or put down, he should take his progress card with 
him. 

Advantages of the Unit Plan. 

(1) It provides a teacher for each group of classified pupils. 

(2) It permits the teacher to do intensive work. Her instruction applies 
to much larger groups needing the same kind of practice, and her task being 
more limited in scope is more definite and the results more apparent. 

(3) The grouping of pupils having the same difficulties makes it possible 
to give necessary attention to these difficulties. 



—51- 



(4) An exemption class n:ay be composed of pupils who have reached 
the standard of their grade and who are able to maintain this standard in 
daily written work: these pupils may then use the writing period for the study 
of subjects in which they are relatively weak. 

THE ROOM PLAN. 

The classification of pupils in the "Room Plan" is similar to that in the 
"Unit Plan", except that the pupils are classified in the room according to their 
writing ability. At first there should be two divisions, the "A Class" and the 
"B Class," but later a third division known as the "Exemption Class" may be 
formed. The "Exemption Class" is composed of pupils who in the writing test 
have reached the standard of their grade and who are able to maintain this 
standard in the daily written work. The class or classes not receiving instruc- 
tion in writing may study other subjects, thus permitting the teacher to con- 
centrate her efforts on the class with which she is v/orking. 



G 


P 


M 


P 


P 


M 


M 


P 


P 


M 


M 


M 


P 


P 


P 


M 


G 


P 


P 


M 


P 


G 


M 


G 


G 


P 


INI 


P 


P 


P 



Illustration No. 41. 

Illustration No. 41 shows a possible condition before the pupils are classi- 
fied. The letters "G." "M." and "P" represent pupils, and also the quality 
("Good,"' "Medium," a:.;'. ' Poor") of their writing. 



B 


B 


B 


A 


A 


A 


B 


B 


B 


A 


A 


A 


B 


B 


B 


A 


A 


A 


B 


B 


B 


A 


A 


A 


B 


B 


B 


A 


A 


A 



Mlustratlon No. 42. 

The first test of the pupils v^-ill re3ult in a riassification similar to that 
shown in Illustration No. 42. 

In Illustration No. 42 "A" represents the better writers and "B" the 
poorer writers The good writers of the room may compose the "A" class and 
the moderately good and the poor writers the "B" class; or the good and the 
moderately good writers may compose the "A" Class and the poor writers the 
"B" Class, depending on conditions. 

—52— 



Suggestions Relating to the Classification and the Promotion of Pupils under 

the "Room Plan." 

1. Under the "Room Plan'' the teacher may promote individual pupils form 
time to time as they improve or by giving a writing test. 

2. The teacher should not try to instruct the tv^^o w^riting classes at the 
same time. While one class is receiving instructions the other class may study 
other subjects. In rooms composed of seventh and eighth grade pupils the 
better v^rriters may practise by themselves, receiving occasional suggestions 
from the teacher. 

3. In classifying the pupils and in making promotions the teacher should 
use the scale card of her grade. 



THE PENIVIANSHIP SCALE. 

In May, 1921 a test was conducted for the purpose of procuring specimens 
for a scale, and to determine standards of speed and quality in hand writing. 
Ten schools were represented in the test and approximately 1200 specimens 
collected from pupils of grades from the fourth to the eighth inclusive. 

The scale, which is now available for use by principals and teachers, 
contains fourteen specimens rated by the fifteen judges as having approxi- 
mately the quality values (in terms of the Ayres Handwriting Scale, Gettys- 
burg Edition) of 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, and 90. 

STANDARDS IN SPEED AND QUALITY OF HANDWRITING. 

Based on the accomplishment of the children in the test referred to above 
the following standards of speed are suggested: 

Speed Standards (Letters per Minute) 

(irade IV. (Iiade V. Grade VI. Crude VII. Crade VIII. 

V4: of Pupils Should 

Equal 55 65 70 80 85 

Vo of Pupils Should 

Equal 45 55 65 70 80 

% of Pupils Should 

Equal 40 45 55 65 70 



—53— 



In order that the relation of these standards to the actual accomplishment 
of pupils may be studied the medians and the 25 and 75 percentiles of the 
scores by grades made are quoted as follows: 

Speed Medians and Percentiles. 

Grade IV. Grade V. Grade VI. Grade VII. Grade VIII. 

75 Percentile (i^ of the 
pupils exceeded this 
rate) 53.11 65. 66.54 80. 86.73 

Median (Vs of the pupils 

exceeded this rate) .. 43.4 54.16 60.5 71.7 81.6 

25 Percentile (% of the 
pupils exceeded this 
rate 37.5 44.5 ' 52.43 65.13 69.91 

Quality Standards (In terms of Ayres Handwriting Scale). 
The following standards of quality are suggested: 

Grade IV. 

M of Pupils Should 

Equal 45 

Vz of Pupils Should 

Equal 40 

% of Pupils Should 

Equal 35 

Quality Medians and Percentiles. 

To show the relation of the above standards to the actual accomplishment 
of the children in the test, the 75 percentiles, medians and 25 percentiles are 
given below: 

Grade IV. Grade V. Grade VI. Grade A'll. (Jrade VIII. 

75 Percentile (hi of the 
pupils exceeded this 
quality) 46.5 53.25 64.25 70.84 74.88 

.Median (V^ of the pupils 
exceeded this qual- 
ity) 38. 42.5 50.83 58.50 60. 

25 Percentile (% of the 
pupils exceeded this 
quality) 32.25 33.06 40.75 41.6 44.5 

—54— 



Grade V. 


Grade 


VI. 


Grade VII. 


Grade 


55 


60 




70 


80 


45 


55 




60 


70 


40 


45 




50 


50 



USE OF THE SCALE. 

The St. Louis Scale has a two-fold value: first, it is a means of measur- 
ing the handwriting of children; and second, it shows the progressive steps 
in the development of the penmanship from the time the arm movement is 
introduced until the child's handwriting is considered "good enough." 

In judging specimens of handwriting by the scale three kinds are usually 
found: first, specimens that are easy to grade because of their close resem- 
blance to the scale specimens; second those that are rather difficult to grade be- 
cause of slight distinction from the scale specimens; and third, those that are 
very difficult to grade because of pronounced distinction from the scale speci- 
mens. In grading the first and second kinds of specimens it is suggested that 
the teacher use her individual judgment, but in grading the third kind that the 
median of the judgments of several persons be used. 

In the early stages of arm movement practice the tendency of the chil- 
dren is to scatter or spread out their writing; this aids freedom and speed 
and is permissible within reasonable limits. The specimens representing scores 
25, 30, 35, 40, 45, 50 and 55 on the scale are representative of results in the 
fourth and fifth grades. There are exceptional instances, of course, where chil- 
dren excel these qualities. 

In the Intermediate stage of arm movement practice the aim is to improve 
the form of the letters and to make the writing somewhat more compact than 
in the elementary stage. The specimens represented by the scores 60, 65 and 
70 are qualities usually found in the sixth and seventh grades. 

In the eighth grade the aim is to develop further the form of the letters 
and to make the writing still more compact than in the previous grades. The 
specimens on the scale, represented by the scores 75, 80, 85 and 90, are good 
exmples of qualities found in the eighth grade. 

The specimen at the top of the scale shows a handwriting that is popular 
with business men. Of eight specimens of various kinds submitted to two 
hundred business men, the specimen at the top of the scale was chosen by 
ninety per cent of them as the one best adapted to business purposes. Opinions 
of business men have been sought because many young people seek employ- 
ment in business establishments where the handwriting of the applicant is 
a factor in securing employment; and, because a handwriting that is suitable 
for business purposes is suitable also for school and social purposes. 

Suggestions for giving the writing test and recording results in speed and 
quality may be had on request. 

—55— 



INDEX 



Page 



Alignment 27, 28 



Beginning and ending strokes ..26, 27 
Blacliboard practice 2-8 



Capitals, 

Features common to all 40 

Features to develop in 40-47 

Movement used in 40 

Speed in 40 

Classification, 

for blackboard practice 7 

for seat practice 17, 19 

for unit practice 51 

in the room 53 

of letters 31 

Connective strokes, 

illustrated 39 

Correlation, 

of writing with other subjects. .. .10 

Counting, 

for the continuous oval 1-9 

for the separate oval 20 

for the capital "O" 21 

for the "e" exercise 22 

F 

Features to develop, 

in blackboard writing 4 

in lead pencil writing 9 

in the continuous oval 20 

in the separate oval 20 

in capital "O" 21 

in small letters 32-39 

in the capitals 40-47 

in the figures., 48, 49 

in the 4th, 5th, and 6th grades.... 12 

in the 7th and 8th grades 14 

in teaching arm movement 15-19 

H 

Height of letters, 

in primary grades 5, "i 

in intermediate and upper grades.. 32 



Lead pencil writing 2, 7, S, 9, 10 

M 

Movement ...1, 2, 10, 17, 19, 20, 21, 22 

Margin lU 

Main slant 2, 3 



Page 
O 

Outlines, 

for blackboard practice 3, 4 

1st grade 3 

2nd grade 3 

3rd grade 3, 4 

for lead pencil practice, 

2nd grade 8 

3rd grade 8, 9 

for 4th grade 10, 11 

for 5th grade 11 

for 6th grade 12 

for 7th grade 13 

for 8th grade 14 

P 

Position, 

at blackboard 4, 5 

at 'seats, 

of arms 9, 16, 18, 19 

of hand 9, 18, 19 

of paper 9, 18, 19 

Quality of line 6, 25 

Quality of writing. 

Standards in 54 

Medians and percentiles in writing 

test 54 

Accomplishment in writing test... 54 

R 

Relaxation of muscles 9', 16 

Room plan, description of 52 



Scale, penmanship 53, 54, 55 

Size of writing 5, 9, 21 

Slant 10, 23 

Small letters. 

Description of 31 

Features to develop in 32-38 

Spacing, 

of letter parts, letters, words, and 

sentences .31 

of capitals 31 

Speed, 

in ovals ...19, 20 

. .in writing 5, 23 

in capital "O" and in other capitals 

21, 40 

in the "e" exercise 22 

Standards of 53 

Accomplishment in the writing 

test 54 

Medians and percentiles in the 
writing test 54 

U 

Unit pllvn. 

Description of 50, 51 



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